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* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
by Marianne Dobrovolny Background Information There is constant interaction among organisms living in an ecosystem. The interactions or relationships of two species living close together are known as symbiosis. There are three types of symbiotic relationships which include: mutualism, commensalisms, and parasitism. Mutualism occurs when both organisms benefit from the interaction. Commensalism is an interaction in which one organism benefits and the other is neither harmed nor helped; in parasitism one organism benefits and the other is harmed. Predation is an interaction in which one organism hunts and feeds off of another. The organism doing the hunting is a predator, and the organism being hunted is the prey. Purpose The purpose of this activity is to interpret and identify the various types of relationships within an ecosystem. Objectives The student will understand the differences between each of the ecological relationships. The student will be able to interpret what type of ecological relationship exists between two species. Grade Level 7th -11th grade Time Requirement 50 minutes TEKS 12(A): The student is expected to interpret interactions among organisms exhibiting predation, mutualism, commensalisms, and parasitism. "The Brain-friendly Biology Classroom", Marianne Dobrovolny and Tobi McMillan, TTU/HHMI Materials One set of playing cards for each student group. Advance Preparation 1. Print playing cards on cardstock. 2. Laminate and cut out playing cards. Make sure that each card is cut using the same dimensions so that all card look exactly the same. Procedure 1. Explain each of the ecological interactions to the students. Only give the students enough information so that they are able to identify and interpret the pictures and definitions on the playing cards. The notes they take should be used to play the game the first few times. 2. Explain that the object of the game is to match a picture of an ecological interaction or a definition with its correct label. Remind them that they can only match a picture with its correct label or a definition with its correct label, but NOT a picture with a definition. 3. Separate students into groups of three or four and give them a set of cards. 4. The students should shuffle the cards and spread them out face down on the table. 5. As a card is turned over, the student should read the definition or study the picture and identify, out loud, the correct label. They should be allowed to use their notes the first couple of times they play, and then as they begin to understand the concepts better they should play without the use of notes. 6. Each student has one chance per turn to make a match. 7. The student with the most matched cards at the end of the game wins. Assessment Monitor students as they identify the relationships. Make sure they interpret the cards properly as they turn them over. The cards can be used to quiz the students on an individual basis. "The Brain-friendly Biology Classroom", Marianne Dobrovolny and Tobi McMillan, TTU/HHMI References http://news.nationalgeographic.com http://www3.sympatico.ca/biologie534 http://www.poc.it/stories/desktop/desk_1024/shark1024.jpg www.nps.gov/yell/ http://www.learner.org http://warwick.bright-interactive.co.uk/ http://instruct1.cit.cornell.edu Microsoft clipart http://news.bbc.co.uk/media/images http://www.vsoc.org.uk http://homepages.ihug.com.au http://www.howe.k12.ok.us/~jimaskew/bio/bfungi.htm http://www.ms-starship.com/sciencenew US agricultural research service www.ars.usda.govis http://www.insectpix.net http://www.jimcline.com http://www.studholme.net http://www.webster.com http://www.west-ext.com http://www.fcps.k12.va.us/ http://www.westchestergov.com http://www.fotosearch.com "The Brain-friendly Biology Classroom", Marianne Dobrovolny and Tobi McMillan, TTU/HHMI